Praise Junkies

I've got to admit, this is one of my biggest pet peeves and I see and hear it everywhere. Excessive praise. It's in every park, grocery store and mall around this country. I'm sure it happens all over the globe, but supposedly the old US of A tops the cake with this behavior. You've heard it before..."Great work, Billy! You're really swinging high now! Good job pumping your legs! You're the best swinger in the entire world!!!!" And on and on it goes.

Anyone who knows me, knows that this irritates me to no end and because of it, I probably do not praise my children ENOUGH! Why doesn't parenting come with a handbook? This book by Chick Moorman is probably the closest you'll find to a parenting handbook. I've read it several times and I try to use my "parent talk" to the best of my ability each day. Some days are better than others.

Amazingly, Dr. Deak---author of Girls will be Girls---mentions this little pet peeve of mine in her book, stating:

The point is that if every little behavior or action of a child
is praised or reinforced, it not only loses its impact, but it gradually leads a
child to believe that anything she does is great or that everything she does is
equally good, from scribbling on a piece of paper to writing War and
Peace... Excessive praise can lead to the development of:

• A very selfish child who wants reinforcement from everyone for
  everything
• A very needy child who can't function well without constant
  adult feedback
• A very complacent child because everything is responded to in
  the same way
• A very angry child because she/he will inevitably interact with
  people who are not effusive about her/his every behavior or will set the bar
  higher for obtaining praise
• A very confused child because her/his outside world is not the
  same as her/his home world
• A very lazy child because the littlest effort is
  rewarded

How does this relate to Montessori, you ask? In the classroom, Montessori teachers use something called objective praise. We know that reinforcement and praise are very important tools to help shape behavior with better side effects than punishment. However, we do not want to get sucked into the abyss of meaningless praise that creates children who I like to call "praise junkies". Every few minutes I hear "Look at me! See what I'm doing! Look, I pushed in my chair! See!! See!?!?!" I call them "praise junkies" because they quite literally need their contant fix of praise in order to feel self-worth. Objective praise is reinforcing a child using obvious statements of fact. "Billy, I see you used a lot of red in your picture." For a child who has trouble focusing..."Sally, you spent a half an hour working on those Metal Insets." Using objective praise is like an art form, but trust me...it takes time to master. When in doubt, give a genuine smile.

So next time you go to the park, try not to bite your tongue off when you here the mommy next to you screaming praises at her child for playing in the sandbox or for sitting on a bench!

Christmas in July

Every summer, I review the school budget and plan any major purchases accordingly. As most of the school families know, I've been eagerly anticipating the day when we could purchase the entire Montessori bells set. Well, that time has come! Our classroom is now equipped with the complete collection of bells, the bell cabinet and all of the beautiful accessories that compliment it---with free shipping! My husband would've thought I'd won the lottery when he got home from work that night!

I'm sorry to all of my previous students who weren't able to make use of them-- they can come back and visit any time! Extensive work with the bells develops a child's auditory memory, stimulates the child's interest in music, refines the child's sense of pitch, and prepares the child for reading music at a later stage.

These are just a few of the introductory lessons with the bells. As you can see from the Nienhuis webpage, the children also work with the staff boards and eventually start to compose their own music!

Do you want to try the digital version of the bells at home? Try this!

Computers in the Montessori Classroom

Hmmm...this one's tricky. Our school received a computer donation this past year and I've been contemplating its use in the classroom. I've spent some time researching whether or not it's appropriate to have computers in the Montessori primary classroom and I've found mixed results:

Here are the pros:

• Computers are critical tools of success
• Individualized instruction with constant feedback
• Open-ended education
• Endless research possibilities

Here are the cons:

• The purity of the philosophy will be compromised by introducing technology
• Oftentimes, children prefer kinesthetic materials to use and feel
• Can be used as an escape for children lacking in social or language skills
• Children can use it for entertainment, or for wasteful activity
• Can be a distraction to others

Here are some things to consider about software:

• Should provide an optimal level of stimulation that engages the child
• Should exhibit a discernable sequence or order so that it makes sense to the child
• Should be esthetically pleasing, wholesome, pleasing and non-violent
• Should be process-focuses, rather than product-focused
• Must contain good control of error
• Should have multiple levels of difficulty build in
• Should emphasize internal motivation, rather than depending on external motivation (overplaying positive and negative feedback with loud whistles, bells and grand prizes)
• Should enhance or complement the teaching taking place in the classroom

Here are some recommended programs for Montessori:

1. ClarisWorks has a program similar to the Geography puzzle maps.
2. Bailey's Book House introduces children to initial sounds and other language activities correlating with the Montessori language curriculum.
3. Talking Number Maze teaches children how to solve problems with equations. Unfortunately, this game is no longer available.

All in all, I think a computer would be an excellent resource for these children who are always seeking answers. However, I continue to feel in my gut that once computer "games" are introduced into the classroom, the traditional materials will begin to collect dust. I can also see a small crowd gathered around the computer watching as Sally makes it to the "next level". And aren't our children inundated with screens and technology every minute of their day? This lack of human interaction does such damage on their brains during this integral part of their lives. I think you can see which way I'm leaning right now, but I certainly do see the importance of young children learning about and using forms of technology.

What would Maria think about technology in the classroom? She was such a visionary, maybe she would use computers to cultivate the child's own natural desire to learn. Any thoughts or ideas?!?

Thanks to Arlene Love and Pat Sikorski for also researching this topic and sharing your finds.

Messy Fun

Here's an art activity that I saw on another blog recently, but I can't remember which one. This activity was so much fun, I might try it out in the classroom this year. G mentioned that she'd like to make some more for her grandparents' birthdays, but she'd like to keep these and frame them for her room. They're so beautiful, I just might do that!

This is what you need: cookie sheet, shaving cream, food coloring, fork, cardstock, straight edge

Step One: Cover cookie sheet with shaving cream and squeeze several drops of food coloring in your color choice.

Step Two: Use a fork to swirl, not mix, colors. Plastic forks work very well.

Step Three: Lay the piece of cardstock down onto the shaving cream and press, making sure the entire paper is covered.

Step Four: Peel the paper off of the shaving cream and place on your surface.

Step Five: Use a straight edge to wipe off the excess shaving cream.

Viola! You're left with a swirly masterpiece. We re-used the same shaving cream several times and just kept adding different colors. The really neat part was seeing the colors mix and form new colors.

Try it at home! It's really not as messy as it looks. :)

Fantasy vs. Reality

One of the most commonly disputed aspects of the Montessori philosophy is her viewpoint on fantasy and young children.

Montessori found that children up to the age of six are oftentimes incapable of distinguishing between reality and fantasy. After reading stories with talking bears or dogs driving cars, children might come to believe that these events could actually take place. She observed that if left alone, children will fantasize about realistic events, such as a trip to the grocery store or to the dentist. Adults are the ones who think up terrible monsters and aliens, then thrust them into the child's fantasy play.

Montessori suggested that we surround the child with reality, therefore, giving them a strong grasp on what is real. Once the child has reached the age of six and has entered the second plane of development, he is intellectually capable of distinguishing between reality and fantasy. This is when fantasy play and imagination truly soar.

Now, there are only so many non-fiction books you can read to young children. Yes, Montessori teachers have their fair share of National Geographic field guides tucked away in corners of the classroom. But we also read some fictional stories- my training suggests using something called realistic fiction. Realistic fiction, although untrue, could actually happen. Going Home is an example of realistic fiction. Also, in order to encourage imagination, we provide ample opportunities through art and music. Objects found in nature are always integrated into the classroom and are often used during fantasy play.

I have a story that relates to this post about a family I worked with years ago. They were a sweet, friendly family and I so enjoyed working with their child. This child, who had turned six mid-way through the year, had a fascination and almost obsession with the character Clifford. Anyone who doesn't know Clifford, he is a very large, red dog originally in children's books and now on t.v. Clifford talks and helps out his friends with daily tasks, humorously making more of a problem because of his enormous size. Anyway, one day this child was drawing a picture with her friend. She was having trouble drawing something and she said to her friend, "If Clifford were here, he could certainly help me." Her friend said "Yeah, too bad Clifford's not real." This child's face turned ghostly white as she looked up at her (now former) best friend. "How could you say that? I'm going to ask the teacher." She pranced over to me just knowing I would support her enthusiasm with the helpful Clifford and her friend would be proven wrong. I had to formulate a plan....fast. She looked up at me and asked flat out "Is Clifford real?" I said what I thought was best, "Clifford can be real in your imagination! What fun it would be to have a big dog help us with our drawings!". Well, that's not what she wanted to hear and she went back to her drawing in tears. Of course, later that day I received a call from mom requesting an urgent meeting. We met later and mom was not happy. She asked me how I could possibly tell her Clifford is not real. They've been spending the last six years dressing up like Clifford at every birthday and fantasizing about Clifford in daily play. After six years of this charade, the poor child actually believed that Clifford was real and came to visit her once a year on her birthday. I just thank my lucky stars this child found out in a peaceful, loving environment with a teacher and friends who care about her. Thank goodness she didn't find out in first grade with new children who may not have been as tactful. In the end, Mom did some research and realized that this is all part of the Montessori philosophy and it was said in her child's best interest.

Now that brings me to the issue of Santa Claus...I know, don't go there. I couldn't agree more with Montessori Mom in her post about Montessori and Santa. Santa is a part of our culture and introduces the spirit of giving to young children.

If interested in reading more information about this post topic, visit Montessori Mom's website here, here, here and here.

I've Struck Gold!

For a Montessori teacher, striking it rich means having two parents who travel the globe extensively. Better yet, I have two parents who firmly support the Montessori philosophy, and therefore purchase beautiful ethnic treasures for the classroom! Most recently, they traveled to Alaska during the summer solstice. I have issues with sleep as it is, so I don't know if I'd be brave enough to travel to a place that only has a few hours of (somewhat lit) nighttime. Although, after seeing some pictures, I think I'd be willing to suffer from a bout of insomnia in order to view some of the incredible, natural beauty of Alaska.

Let me preface these photos by saying I collect dolls from other countries to display in class while we focus on a particular continent. Actually, "I" don't really collect too many of them, my parents, previous and current families of the school buy them and donate them to the class. It was like Christmas morning when I opened the packages...

This doll portrays the Royal Canadian Mounted police...I've got to say, I love that she's a girl. After all of these years, my kids still say "policeman". I want the girls to see that they could work for the police force as well.

This is easily my favorite souvenir. I've always found totem poles to be fascinating. Totems celebrated legends, events, or simply the wealth and crest of the family for whom it was created. The poles were neither worshipped nor had any religious significance. They were records of the past in a culture that had no written language.

This little cutie will surely be a class favorite. She is dressed in a very soft, traditional Alaskan Eskimo style parka.

The next gift was this book, with some of the most beautiful illustrations I've seen.

As an added bonus, the cruise ship had just sailed back from Panama and don't you know it, they had some extra dolls handcrafted by natives of the Panama Canal Rain forest.

My parents also brought back a little tube of gold flecks, which G has since confiscated. Hopefully, she'll be willing to part with them long enough for her classmates to see them!

A Lesson in Exploration

I've been spending some of my summer down-time reviewing my Montessori albums, as many Mont. teacher do (don't worry, I do relax and have fun too!). There are 165 lessons in Sensorial alone, so reviewing lessons at least every year is a must.

I wanted to practice a few lessons, so I called on my guinea pig- G. She's a trooper and put up with Mommy giving her lessons in the summer (of course I picked a rainy day). By the end though, she was asking for more! See, learning is fun!

Her favorite lesson was Color Box #2, Game #4. After the child has mastered the second color box, she can take part in the extension activities and games. This game encourages the child to explore the classroom with one color tablet in hand in order to match the shade to an object. I was very impressed with her creativity. I love how she matched the yellow water tank from the farm. And, in her eyes, the metal scissors match the gray tablet...




This lesson is an excellent way to expand the possibilities of this work, and to get the child to look at the classroom from a completely different perspective. You can try this at home using paint swatches from Home Depot. Check these links for the appropriate colors: Color Box #1, Color Box #2 and Color Box #3.